Abigail Pelletier

EDU387
Dr. William Breton
5/12/14


EDU387-FINAL
Demonstrate your ability to use RTI-INCLUDE-Lesson Plan. Use the outlines or templates
from the course documents.
1. (50 Pts) You are a new fourth-grade teacher and have just learned that a new student
with autism spectrum disorder will be entering your class next Monday. The students
name is Wilhelmina and is moving to the area due to the fathers retirement from the
military. Wilhelminas records detailing the disability has not arrived at the school and you
are very concerned about what to expect from this new student. You do know that she has
been in a regular classroom without the availability of a full time support person. Your
school has a RTI team and they are willing to assist you in planning for her
arrival. Describe the planning process and what you will do in preparation for her arrival,
and what her 1st day will look like.
There are many things that I could do in order to help Wilhelmina have a potentially successful
first day of school, even without the records which detail her disability. I would start out the day
meeting her at the door. I could give her a quick tour of the important places in the building
(office, bathrooms, cafeteria, classrooms, etc.). Then I would show her our classroom and
introduce her to the class. I would have my students go around introducing themselves. I would
outline the schedule. I would try to create a structured and predictable learning environment to
try and reduce possible stress in the classroom. Also, I could be sure to outline the classroom
routines and procedures. I think that giving heads ups for how much time we have before we
transition over to another subject could be helpful as well. I could also try to create positive
social interactions by having students work in groups, or give them time to do something creative
as a class. Also, I would try to ensure that Wilhelmina would have some time to work alone as
well, as this could be a break for her if needed. I would try to stay positive, encouraging and
supportive as well. I would try to meet with the special education teacher as soon as possible to
go over the records detailing her disability so I could make a clearer and more individualized
plan for Wilhelmina. Since she has been in a regular classroom without the availability of a full
time support person that may indicate that she is quite independent. In conclusion, I would try to
make things as positive and encouraging as possible for my new student and be flexible with the
fact that she may have some difficulty or frustrations with the new faces, procedures, building,
etc. I think that it would be important to keep a positive outlook on the situation, and support my
student as much as possible.


Choose 2 of the following questions. Each response will be worth 25 points.
3. You suspect that Martha is being abused at home. A. What are some of the
characteristics that you should look for? B. Discuss your legal and ethical obligations when
Abigail Pelletier
EDU387
Dr. William Breton
5/12/14


you suspect a child in your class is being abused. C. What are the supports you will
implement in your classroom?
A) Abuse can be emotional, physical and sexual, as well as neglect, medical neglect and or
psychological abuse. I think that it would be very important that I would bring my concerns to
the forefront, because the risk of the student being abused is just too high to risk. Some
characteristics that I could look for include but are not limited to; signs of depression, fear of
adults, difficulty sitting or walking, hostility or distress, dirtiness, frequently absent or tardy,
signs of injury (bruises, marks, etc.), extreme hunger, eating disorders, lack of concentration, etc.
B) Legally, I would be expected to report my concerns as a child may potentially be in danger.
Many states require that teachers report suspected child abuse, and they can even lose their
certification for failure to do so. On an ethical playing field however, reporting is the right thing
to do. Our students expect us to look out for them, and to ensure that they are safe. We need to
address these issues immediately, rather than waiting it out for fear of being wrong about the
situation, getting someone in trouble or feeling uncomfortable. Personally, I would address my
concerns to my building principal (my supervisor), and tell him the details and my suspicions as
soon as possible. On a side note: The National Education Association (NEA) and the American
Federation of Teachers (AFT) have teacher codes of ethics that are available online.
C) In my classroom, I would try to create a positive learning environment, where students would
know that they were safe, respected and cared for. I believe that this would be very helpful to all
students, including those that may be abused. I would also try to be available for my students to
talk to during the day, so they could feel like they could share something with me if they
needed/wanted to. I would also be sure to write down what my students tell me instead of just
relying on my memory. Also, I would date the top of the paper and share with my supervisor
ASAP.

4. Marcus is an extremely bright 3
rd
grader. He has been identified as gifted in the area of
math and having a behavioral disorder. Over the years, Marcus has learned appropriate
social skills, demonstrating that he can apply these skills in social interactions particularly
with adults. Nonetheless, without much structure, Marcus consistently fails to apply these
skills in many of his day-to-day interactions with his peers. Identify why Marcus may
continue to exhibit social skill problems. Include in your response suggested strategies you
can use to encourage the use of his acquired social skills and what you will do to
accommodate for his giftedness. (INCLUDE)

The INCLUDE Strategy

Abigail Pelletier
EDU387
Dr. William Breton
5/12/14


Step 1: Identify classroom demands
Name: ____Marcus_______________
School observed: ______Include Elementary_:)______________Grade level 3rd
Date: 5/12/14______________
Subject area (if appropriate) N/A
Step 1: Using your recall describe the classroom demands. Use the back of this page to
sketch a drawing of the classroom.
Classroom organization
-ensure that the classroom is neat, organized and materials are easily identified and readily
available for students
Classroom grouping
--use a variety of methods such as; whole group, small group, partners, etc.
Instructional materials
-provide a variety of different types of instruction, for example; using audio or visual aids
Instructional methods
-use short films/video clips, bring in an expert, present a PowerPoint presentation, record
lecture, direct/indirect, student as teacher
Student evaluation-use projects, report outs, performances, etc. to allow students to
show growth and learning
Student evaluation


Step 2: Note the students strengths and needs
In Step 2, make an observation about the students strengths and needs in each of the areas
identified.

Strengths
Academics
Gifted in mathematics
Abigail Pelletier
EDU387
Dr. William Breton
5/12/14


Social-emotional development
Has learned appropriate social skills-demonstrates this towards adults in particular

Physical development
No difficulties-average

Needs (difficulties)
Academics
No specified difficulties

Social-emotional development
Fails to implement appropriate social skills with peers

Physical development
No difficulties-average

The INCLUDE Strategy
Step 3 Check for potential success
In Step 3, analyze the students strengths in view of classroom demands identified in Step 1.
Then, note activities or task student can complete successfully without support
Student is able to complete assignments on his own with much ease, able to do work above
grade level. Can demonstrate concepts and or skills easily.

Step 4: Look for potential problem

In Step 4, analyze the students possible difficulties in view of classroom demands identified
in Step 1. Then, note activities or tasks student may not be able to complete successfully
unless support is provided. It may be helpful to organize the list by the areas listed in Step
1.
Abigail Pelletier
EDU387
Dr. William Breton
5/12/14


Unable to socialize appropriately with peers.

The INCLUDE Strategy
Step 5: Use information gathered to brainstorm instructional accommodations

In Step 5, consider the students potential areas of difficulty identified in Step 4.
Brainstorm accommodations that your cohort believes will help the case study student
become a successful learner.

Demand: Classroom Organization

Identified Problem Identified Problem:

Does not apply appropriate social skills
when interacting with peers.





Possible accommodations: Possible accommodations:

Arrange groups to work together in
order to facilitate positive social
interactions.















Abigail Pelletier
EDU387
Dr. William Breton
5/12/14
























Demand: Classroom Grouping
Identified Problem: Identified Problem:

Does not apply appropriate social skills
when interacting with peers.







Possible accommodations: Possible accommodations:

Group students together, so they are
encouraged to work together more.









Abigail Pelletier
EDU387
Dr. William Breton
5/12/14
































Demand: Instructional Materials


Identified Problem: Identified Problem:

Marcus may not be challenged enough in
materials/social interactions.







Possible accommodations: Possible accommodations:
Abigail Pelletier
EDU387
Dr. William Breton
5/12/14


Provide work that is developmentally
appropriate for Marcus.
Possibly allow him to work with a group
that is at a higher level in math.











































Abigail Pelletier
EDU387
Dr. William Breton
5/12/14


Demand: Instructional Methods


Identified Problem: Identified Problem:

May not be challenged enough socially
/lack of diversity in instruction/product.






Possible accommodations: Possible accommodations:
Have student teach the class a new or
more difficult math concept. Therefore
he will be demonstrating his skills, and
interacting with students in the class in a
new way.

Peer tutoring-have students help each
other, or go over questions they
have/problems they got incorrect with
one another, so they can socialize as well
as teach each other.

























Abigail Pelletier
EDU387
Dr. William Breton
5/12/14















Demand: Student Evaluation
Abigail Pelletier
EDU387
Dr. William Breton
5/12/14


Identified Problem: Identified Problem:

Students may not be being evaluated
through a variety of means to show
growth/learning.






Possible accommodations: Possible accommodations:

Provide a variety of assignments-such
as having students create a PowerPoint,
art project, play, etc. to demonstrate
their learning. Afterwards, have
students present to each other. Projects
may all be on the same topic or each
could be assigned subtopics and teach
the class.































Abigail Pelletier
EDU387
Dr. William Breton
5/12/14




Ste
p 6:
Dec
ide
whi
ch
acc
ommodations to implement
In Step 6, the cohort team should select the accommodations that they agree will be first to
implement. To make the decision(s), go back to the ideas generated in Step 5. Identified the
pros and cons of each from as many perspectives as possible (e.g., the student, the teacher,
other students, cost, feasibility). Then, identify which accommodation should be tried to
address the problem. Once an idea is selected, use this form to document the steps to
implement the selected accommodation. (Add steps as needed.) This process is then
repeated for each identified problem.


Demand area Mathematics/Social
Problem Lack of social interactions with peers/needs to be challenged more
academically in math
Selected accommodation ALL


Steps to prepare for and implement the accommodation:


1. Provide more opportunities for students to work together as a group.
2. Encourage peer tutoring/helping each other
3. Provide more group centered projects/activities








Abigail Pelletier
EDU387
Dr. William Breton
5/12/14


4. Differentiate materials, to assure that Marcus is being challenged academically and
is being taught at his own level.




Step 7: Evaluate student progress




In Step 7, you should list the ways that you will track and assess the effectiveness of the
strategies and accommodations you have implemented. While homework and test grades
are important indicators of successful learning, be sure to include other ways to assess
effectiveness.


Demand area Math/Social Implementation date
5/12/14
Problem Lack of social interactions with peers/needs to be challenged
more academically
Accommodation ALL


What types of information/data will be collected to track and assess the effectiveness of this
accommodation?

Teacher will take notes to record whether or not appropriate social interactions are taking
place between Marcus and his peers during group work. Teacher will encourage students
to work together effectively. Grades (homework, tests) will be monitored to see if Marcus
is being challenged academically.
Abigail Pelletier
EDU387
Dr. William Breton
5/12/14





When will the information/data be collected (e.g., daily, weekly)? Daily-when we do group
work
Who will be responsible for collecting the information/data? Teacher